This post will focus on my research involving assessment strategies in elementary general music classes. Don’t panic. You do not have to be an elementary music teacher, a researcher, or even a musician to find some useful information. After nearly 20 years in the music classroom (band, vocal, and general), I decided to pursue a doctorate degree in music education.
When you try the new SmartMusic for free, you and your students receive full access to the entire SmartMusic Repertoire Library for 30 days.
Since the library is so vast, you might wonder where to start. To help make the most of your free trial, we’d like to provide you with a guide.
Introducing students to the joy of helping others can be extremely rewarding for all involved. Giving students a better perspective on global issues like poverty, and first-hand experience on how music can connect us all, may be every bit as life changing as teaching them to make music. This is the story of two programs; the White Oak High School (WOHS) Band and the Cheery Children Education Center (CCEC).
My guest for this episode is music technology guru and master educator Katie Wardrobe. Her Midnight Music website offers amazing resources for music educators including help with all things tech – from lesson plans to general advice.
I invited Katie to join me for this episode because she is a wizard with one of the most common pieces of classroom technology: Google Classroom.
This month we’ve added 11 new ensemble titles to the SmartMusic Repertoire Library. Included are pieces for choir, concert band, and jazz ensemble. View the complete list.
New SolosAs we mentioned previously, we’re constantly adding solos to new SmartMusic. Typically these solos are also available in classic SmartMusic (where they do not include on-screen music notation).
The first four weeks of beginning band or orchestra are a pivotal time. This is when we develop relationships and expectations. It’s also our chance to lay the groundwork for a successful beginning to a lifetime of playing, creating, performing, and enjoying music. When I think about this month, the three main areas I focus on are creating music and sound immediately, building a collaborative atmosphere, and giving students tools they can apply when they begin playing.
Before the marching season can get started, there are tons of things to do. Marching band is really not a “season” but a year-round endeavor! As you gear up for the meat of the season, I have found that having “try-it-out” camps are a great way for incoming 8th graders to see if marching band is a good fit for them or not.
Before I share some teaching strategies for working with students with Attention Deficit Hyperactivity Disorder (ADHD), let’s start with an ADHD quiz. Identify which of the following are true or false:
ADHD is a learning disability ADHD is caused by diets rich in food additives and sugar Most individuals with ADHD are of gifted intelligence According to DSM-V criteria, all individuals with ADHD have problems with attention, impulsivity, and hyperactivity Children with ADHD perform best on assignments that are detailed and complexThe answers?
Last week’s SmartMusic Year-End Checklist offered tips to help you efficiently wrap up SmartMusic for this school year, and set you on the right track for next fall.
This week we’re sharing an archived webinar on the same theme; perfect if you’d rather listen than read! Topics covered include:
Account management The end-of-year process Re-enrolling students for the next school yearAgain, the emphasis is on efficiently closing up shop in such a way that you can most easily start up again in the fall.
All directors find their own ways to best help their beginning band students get started. As I did in my previous woodwind post, below I’ve shared some beginning brass approaches that have worked for me. It’s my hope that some of these ideas find their way into your classroom, too.